Using i-Ready Diagnostic scores to meet the Learning ...

Using i-Ready Diagnostic scores to meet the Learning Assistance Program (LAP) data reporting guidelines for the Office of Superintendent of Public Instruction (OSPI)

Curriculum Associates' i-Ready is an award-winning computer delivered, adaptive assessment in Reading and Mathematics for students in kindergarten through high school. The assessment is built on the new College and Career Ready Standards and tied to online instructional modules (i-Ready Instruction). The i-Ready Diagnostic provides the data-driven insights that classroom teachers and school and district administrators need to determine exactly where to focus their instructional time to ensure all students are on track to meet these more rigorous expectations.

i-Ready Diagnostic was developed to serve several purposes:

? Establish a metric that will allow for an accurate assessment of student knowledge that can be monitored over a period of time to gauge student improvement.

? Accurately assess student knowledge for different content strands within each subject.

? Provide information on what skills students are likely to have mastered and likely need to

work on next.

? Link the assessment results to instructional advice and student placement decisions.

About This Guide

To aid districts using i-Ready to meet the data reporting requirements of the LAP program, we have prepared the following guide to using the data generated by i-Ready Diagnostic to support LAP and determine the following required data points for reporting to the state's Comprehensive Education Data and Research System (CEDARS):

? Beginning score

? Date of beginning score

? End score

? Date of end score

? Amount of academic growth (reported as months of growth)

Exhibit 1

Student Profile Report

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Academic year: Current (2014-2015) Select Students by: Class School: Harrington Elementary School Class: Class Grade 5

Student: Jones, Elizabeth Define "On Level": Standard View Show: Test 1

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Overview

Phonological Awareness

Phonics

High-Frequency Words

Vocabulary

Comprehension: Literature

Comprehension: Informational Text

Lexile? Performance

Elizabeth Jones - Reading - Grade 5

Use this report to view a student's Diagnostic performance overall and by domain and customized instructional support to help this student improve.

Overall Performance

On or Above Level < 1 Level Below

> 1 Level Below

Test

4 Test 3 - 04/22/2015

Test 2 - 01/13/2015

Placement Early 4 Level 3

Scale Score

Level 5

5 563

550

1 Date of Beginning Score 2 Beginning Score 3 Grade Level Placement 4 Date of End Score 5 End Score

1 Test 1 - 09/12/2014

3 Level 3

2 540

Sca le Scor e 400 425 450 475 500 525 550 575 600 625 650 675 700 725 750 775 800

Detail for Diagnostic Test 1 - 09/12/14

On or Above Level < 1 Level Below

> 1 Level Below

Domain

Placement

Scale Score

Overall Phonological Awareness Phonics

Level 3 Tested Out Level 3

High-Frequency Words

Tested Out

540 550

Foundational Skills

Vocabulary

Comprehension: Literature Comprehension: Informational Text

Level 3

515

Level 4

565

Level 3 Sca le Scor e 400

563 425 4 5 0 4 7 5 5 0 0 5 2 5 5 5 0 5 7 5 6 0 0 6 2 5 6 5 0 6 7 5 7 0 0 7 2 5 7 5 0 7 7 5 8 0 0

In the above example, Elizabeth Jones is a fifth-grade student who completed her first Diagnostic on 09/12/2014 and had a beginning score of 540. Her 540 score corresponds to a grade-level placement of Level 3 or 2 levels below her chronological grade. Elizabeth completed her third Diagnostic on 04/22/2015 and had an end score of 563.

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Determining Amount of Academic Growth

Each time students take the diagnostic assessment, they receive a scale score. The difference between these scale scores represents their growth along a continuum.

The i-Ready Diagnostic is reported using a vertical scale that allows for comparing growth within and across years. When administered three times per year over regular intervals (12?18 weeks between Diagnostics), it provides a valid measure of how much growth a student has achieved. Every student has their own unique growth trajectory and we do not expect students to have constant movement across the 10 months.

To determine the amount of Academic Growth in terms of months of growth, three pieces of information are required:

1) Student's initial overall placement level

2) Student's differentiated annual growth target

3) Student's scale score change

The student's initial overall placement level can be determined after the first Diagnostic administration and this information can be found on the Student Profile report (see Exhibit 1). To select the student's differentiated annual growth target, use Table 1: Annual Growth Target--Reading or Table 2: Annual Growth Target-- Mathematics as appropriate to determine the annual growth target for a student based upon his/her grade, subject, and relative placement level.

The annual growth targets listed in Tables 1 and 2 represent the observed median growth (50th percentile) of students at the different relative placement levels over a period of at least 30 weeks of instruction. Using these tables, the annual growth target for Reading for a student in the fifth grade with a relative placement of 2 or more levels below (i.e. grade level 3 overall placement) is 21 scale score points.

Grade K 1 2 3 4 5 6 7 8

Table 1

Annual Growth Target--Reading

2 or more levels below

50 50 43 33 21 21 18 18 18

1 level below 46 46 39 30 19 19 12 12 12

Early On-Level 41 41 35 27 17 17 12 12 12

Mid On-Level 32 32 27 21 13 13 12 12 12

? 3 ?

Table 2

Annual Growth Target--Math

Grade K 1 2 3 4 5 6 7 8

2 or more levels below

35 35 33 31 24 24 16 16 16

1 level below 32 32 30 28 22 22 10 10 10

Early On-Level 29 29 27 25 20 20 10 10 10

Mid On-Level 22 22 19 18 15 15 10 10 10

The student's scale score change can be calculated by finding the student's beginning score and subtracting it from the student's end score. Any negative scores should be translated to 0 as this is highly likely due to measurement error rather than students truly losing skills or regressing.

Note: The student scale score change is the observed growth of a student and the true growth may differ by approximately +/- 1.7 scale score points per month.

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Calculation Worksheet

Step 1: Calculate the Expected Growth per Month Expected Growth per Month = Student's Differentiated Growth Target 10 months

Step 2: Calculate Months of Growth Months of Growth = Student's Scale Score Gain Expected Growth per Month

Example Calculation

Elizabeth is a fifth-grade student in the LAP program for Reading intervention. Based upon her initial Diagnostic, she has a beginning scale score of 540, and therefore has an overall placement of Level 3. Since her current grade is 5 but she has an overall placement of Level 3, her relative placement is 2 levels below her current grade. Her most recent Diagnostic (3rd administration), completed at the end of the school year, shows her end scale score as 563. Using Table 1: Annual Growth Target--Reading, we see her Differentiated Growth Target is 21 scale score points. As a result, her Expected Growth per Month = 21 scale score points / 10 months, or 2.1 scale score points / month.

Months of Growth = 563?540 (End score ? Beginning score) 2.1 scale score points per month

= 23 / 2.1 = 10.95 months of growth For all calculated Months of Growth, round the months to the nearest integer prior to entry into CEDARS.

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